CA- 1.1 Extending the Number Line
1.1 Playing Mathmania
Notes:
Operation
with
fractions
Similarity
Probability
Area and
perimeter
Tiling
the
plane
Factors
and
Multiples
50
50
50
50
50
50
100
100
100
100
100
100
150
150
150
150
150
150
200
200
200
200
200
200
250
250
250
250
250
250
Super BrainsRocket ScientistKnow-It-Alls
-300 150 -500
Problem 1.1
A. The team that has the highest score is the Rocket Scientist because their score is a positive number and the other groups have negetive numbers. The team that has the lowest score are the Know-It-Alls <their point is -500> because -500 is far apart from zero, like a thermometer, the more you go lower it is smaller or colder.
B. There are about -350 points apart from the highest score to the lowest score
C. A posible way for the Rocket Scientist to have reached their score is by having one 50 and one 100 <points>, three 50 points, one 150 point,or they could have got 200 and answered a question of 50 points. A possible way for the Super Brains and the Know-It-Alls team have a lot of possiblities of how they have reached their score, either they answered the questions incorrectly or correctly.
D. Super BrainsRocket ScientistKnow-It-Alls
-300 150 -500
200 -50 -100
-150 200 200
50 100 150
50 -150 -50
Final point: Fianl point: Final point:
-150 -50 -200
E. The Know-It-Alls team is in Last place with a point of -200. From the Know-It-Alls to the Rocket Scientist is -150 points seperated/apart, and from the Know-It-Alls to the Super Brains is about -50 points seperated/apart.
Follow-up
The smarties < -300 points>
The Brain Surgeons < -150 points>
One possible way that the Smarties can have a tie with the Brain Surgeons < -150 points> is to have answered a 150 point question corrctely, a 50 point question incorrectly, later they answered a 150 point question correctly and a 100 point question incorrestly. Another possible way that the smarties can hav a tie with the Brain Surgeons is to have answered a 200 point question correctly, a 150 point question incorrectly, a 100 point question incorrectly, and a 100 point correctly.
1.2 Winning the Game
February, 19, 2008
Notes: None
Problem 1.2
A. First Place: Team D (350points)
Second Place: Team A (200points)
Third Place: Team E (-100)
Fourth Place: Team C (-400)
B. Team D is 150 points ahead of Team A
C. Team D is 450 points ahead of Team E
D. Team A is 450 points ahead of Team B
E. Team E is 300 points ahead of Team C
Problem 1.2 Follow-up
1. a. 53 > 35
b. -50 < 0
c. -30 < 15
d. -70 > -90
2. 25, 15, 12, 5, 2, 1, 0, -3, -4, -7, and -25
Homework:
Collected: None
Assigned: Ace #
RK - 2.1 Adding on a Number Line Feburary, 25, 08
Notes: No notes
Problem 2.1
A. Write the addition sentence illustrated by each figure
1. -3 + -4 = -7
2. -3 + +4 = +1
3. -4 + +11 = +7
4. +5 + -8 = -3
B. Illustrate each addition problem on a number like, and give the answer
1. -5 + +8 = +3
2. -4 + -3 = -7
3. -2 + -3 + +10 = +5
C.When you add two integers, does the order of the number make a difference? Illustrate you anser by showing each of these pairs of sums on a number line.
1. -5 + +10 = +5 and +10 + -5 = +5
2. -4 + -6 = -10 and -6 + -4 = -10
3. +8 + -8 = 0 and -8 + +8 = 0
4. +6 + -7 = -1 and -7 + +6 = -1
( It does not make a difference if two integers are in different order)
Problem 2.1 Follow Up
Ia. The Brainiave answer a 200-point question correctly and a 150-point question incorrectly.
+200 + - 150 = +50 points
b. The Aliens answered a 100-point question correctly and a 100-point question incorrectly
+100 + -100 = 0 points
c. The Prodigies answered a 50-point question incorrectly, a 100-point correctly, and a 200-point question correctly.
-50 + +100 + +250 = 200 points
2. illustrate each addition problem on a number line and give the answer.
a. -2 + +2 = 0
b. +8 + -8 = 0
c. -1 + +1 = 0
3. When you add oppostied the answer would have to be 0 because if the two numbers are the same ( one being + and the other - but the same- +2 + -2) you would just go up the number that started the addition sentence which is positive the go down if the second is negative which brings you back to 0 because it is not bigger that 0 for it to cross 0.
Homework ACE 2: 1-29 odds (31-37 odds)
Collected: (normal)
Assigned: (normal)
NB - 2.2 Inventing a New Model
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
1. 000000000000000
2. 00000000
3.00000000
4. 000000000000000
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
KL - 3.1 Subtracting on a Chip Board Kwang Su Lee
Math 7th grade
Block H
Feb/12/2008
Notes: None
3.1
A.) Use a chip board and black and red chips to find each sum or difference.
B.) Find three ways to represent ˉ8 on a chip board.
- Eight negative dots - One positive dot and 9 negative dots - Two positive dots and ten negative dots
C.) Jin-Mei wants to find ˉ8 - ˉ10 by using a chip board. She puts eight red chips on the board to represent ˉ8 but gets stuck because she cannot remove ten chips to represent subtracting -10. How can Jin-Mei ˉ8 on a chip board so that she can remove ten red chips? What is ˉ8 - ˉ10?
Can change the negative 10 to positive 10. ˉ8 - ˉ10 = ? - 8 + +10= 2
D.) Drew wants to find 5 – 7 by using a chip board. How can he show 5 on a chip board so that he can remove seven black chips to represent 7? What is 5 – 7? Can change positive 7 to negative 7. 5-7=? 5 + -7= -2 E.) Use a chip board in black and red chips to find each difference. For each difference, tell how many chips of each color you used to represent the first integer so that you could take away the chips to represent subtracting the second integer. 1. 10 – 12 = ˉ2 I used ten positive dots and 14 negative ones. 2. 7 - ˉ2 = 5 I used nine positive ones and two negative ones. 3. ˉ5 – 6 = 1 I used eleven negative ones and six positive ones. 4. ˉ3 - ˉ7 = 4 I used ten negative ones and eleven positive ones.
Follow Up:
1.) Find three ways to show ˉ5 on a chip board.
- 5 negative dots
- 6 negative dots and 1 positive dots
- 7 negative dots and 2 positive dots
2.) Find the absolute value.
a. 7
b. 18
c. 42
d. 0
3.) Tell which numbers have the given number as their absolute value.
All of them have the given number as the absolute value.
Collected: none
Assigned: sylabus
AUS - 3.2 Subtracting on a Number Line
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
RD - 3.3 Exploring Patterns
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
ABS - 3.4 “Undoing” with Add. And Subt.
Initials: ABS
Date-16/03/08 Day 58
Notes: In this problem, we are going to learn the different ways of undoing with addition and subtraction
Problem 3.4
1. No, I don't think I can write a different subtraction sentence.
2. a. 3.8+ -2.6= 1.2
b. 3.8= 1.2 --2.6 (only way)
3. a. -11-- 6 = -17
b. -11= -6+ -17
4. Yes, it is the same when you subtract positive and negative integers because if we subtract 8 from -6, it equals -2, but if we subtract +3 from -6, it = -3.
Homework: ACE 3:# 21-24,33, (39) and Mathematical Reflections pg.52
Collected: Nothing collected
Assigned: Homework assigned for 12/03/08 and 16/03/08 to be dued on 18/03/08
ABS - 4.1 Rising and Falling Temperatures InitialsABS A1.
Follow Up
1. 10x2=20+(-4)=16
2. 10x(-1.5)=(-15)+25=10
3. No, if you multiply a positive by a negative (vice versa) it will always be negative.
Ace4: 1-3, page 60
Collected: None collected
Assigned:None assigned
MY - 4.2 Studying Multiplication Patterns
March 20, 2008 Day 60 Notes: o5x5=25 o5x4=20 o5x3=15 o5x2=10 o5x1=5 o5x0=0 Problem 4.2 A.These multiplication problems are just normal. The first and last multiplication problem has a big difference from their number. The answers are all positive integers because when two positive integers meet together, in a multiplication problem, it is still a positive integer. B.1) 5x-1=-5 The answer is -5 because if you have a negative number in a multiplication sentence, it doesn’t matter if the number is big or not. Instead of finding out the integer of the bigger number, in multiplication, we go by just the integers we have, so if negative and positive integers meet, the answer will be a negative integer. 2) 5x-1=-5 5x-2=-10 5x-3=-15 5x-4=-20 5x-5=25 C.5x-4=-20 4x-4=-16 3x-4=-12 2x-4=-8 1x-4=-4 0x-4=0 D.In this case, when positive and negative integers are together, the integer of the answer would be a negative integer, in a multiplication problem, no matter what. If you see the first and last multiplication problem, there is a big difference. They are all negative, except for 0x-4=0. E.1) If two negative integers stick together, then it changes to a positive integer. That’s why the answers are positive. 2) 0x-4=0 -1x-4=4 -2x-4=8 -3x-4=12 -4x-4=16 -5x-4=20 F. 1) -3x7=-21 2) 5x-8=-40 3) -11x-12=132 4) -3.6x2.7=-9.72 Problem 4.2 Follow-up 1.a. -6x7=-42 7x-6=-42 b. The order of the numbers matter in multiplication. 2. a. -6+7=1 7+-6=1 b. The order does matter in addition; the integer of the answer has to be the integer of the largest number in the problem. 3. a. -6-7=-13 7—6=+13 b. The order does matter in subtraction. When two negative integers meet, it turns into an addition like the problem above. 4. No, in multiplication, when you multiply two negative integers, you get a positive result. Collected: none
Assigned: 4.2, 4.3
Homework: Ace 4# 4~8, 17~21 odds, 26, 32, (34).
EK - 4.3 Playing the Integer Product Game
Initials EK
March 20, Day 60
Notes
(-) X (-) = +
(-) X (+) = -
Problem 4.3
Played the game with my partner
Problem 4.3 Follow-Up
1. a. -1 and 5
b. -2 and 6
c. -2 and -6
d. -5 and -5
2. If my opponent starts the game by putting a paper clip on -4,
it could be possible to make -8, -4, or 16.
3. To make -15 from -5 and -2, I could remove one paper clip
-2 to -3.
4. To make -6 and if the paper clip is on -3 and -2, I could
remove -2 to 2 or -3 to 3.
5. -35 won't never appear on the board because
to make 35 we need 5 and 7, however we don't have
7, so it won't never appear.
NP- 4.4 Dividing Integers
March 29-Day 63
Notes
-Dividing Integers is very like multiplying integers, just the other way around. For ex. 5x4=20, and 20÷5=4. -When dividing a positive by a positive you get a positive, when dividing a negative by a negative you get a positive, when dividing a negative by a positive you get a negative, and when dividing a positive by a negative you get a negative.
Problem 4.4: Dividing Integers
Problem 4.4: Dividing Integers A1. -5x6=-30 A2. -30÷6=-5 -30÷-5=6 B1. -8x-4=32 B2. 32÷-8=-4 32÷-4=-8 C1. -132÷12=-11 C2. -56÷-8=7 C3. 132÷-4=-33 C4. -8.84÷5.2=-1.7 D1. -8x-3=24 D2. -91÷-7=13 D3. -17x11=-187 D4. -19.95÷9.5=-2.1 Follow Up 1. a.-11 b.-11 c.24 d.24 2. a. 6 b. This helps me find the answers to those questions because all of those answers will be either -6 or +6. For example, -18÷3=-6, 18÷-3=-6, and -18÷-3=6.
ZS - 5.1 Extending the Coordinate Grid
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
BS - 5.2 Breaking Even
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
ST - 5.3 Using a Calculator to Exp. Lines
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
EM - 5.4 Exploring Window Settings
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
MH - 5.5 Revisiting Jean’s Problem
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
Accentuate the Negative
CA- 1.1 Extending the Number Line
1.1 Playing Mathmania
Notes:
with
fractions
perimeter
the
plane
and
Multiples
-300 150 -500
Problem 1.1
A. The team that has the highest score is the Rocket Scientist because their score is a positive number and the other groups have negetive numbers. The team that has the lowest score are the Know-It-Alls <their point is -500> because -500 is far apart from zero, like a thermometer, the more you go lower it is smaller or colder.
B. There are about -350 points apart from the highest score to the lowest score
C. A posible way for the Rocket Scientist to have reached their score is by having one 50 and one 100 <points>, three 50 points, one 150 point,or they could have got 200 and answered a question of 50 points. A possible way for the Super Brains and the Know-It-Alls team have a lot of possiblities of how they have reached their score, either they answered the questions incorrectly or correctly.
D. Super Brains Rocket Scientist Know-It-Alls
-300 150 -500
200 -50 -100
-150 200 200
50 100 150
50 -150 -50
Final point: Fianl point: Final point:
-150 -50 -200
E. The Know-It-Alls team is in Last place with a point of -200. From the Know-It-Alls to the Rocket Scientist is -150 points seperated/apart, and from the Know-It-Alls to the Super Brains is about -50 points seperated/apart.
Follow-up
The smarties < -300 points>
The Brain Surgeons < -150 points>
One possible way that the Smarties can have a tie with the Brain Surgeons < -150 points> is to have answered a 150 point question corrctely, a 50 point question incorrectly, later they answered a 150 point question correctly and a 100 point question incorrestly. Another possible way that the smarties can hav a tie with the Brain Surgeons is to have answered a 200 point question correctly, a 150 point question incorrectly, a 100 point question incorrectly, and a 100 point correctly.
Homework:Ace1 1-7, 9-14, 26 (27) pages 12-26
Collected: (normal)
Assigned: (normal)
YJ - 1.2 Winning the Game
1.2 Winning the Game
February, 19, 2008
Notes: None
Problem 1.2
A. First Place: Team D (350points)
Second Place: Team A (200points)
Third Place: Team E (-100)
Fourth Place: Team C (-400)
B. Team D is 150 points ahead of Team A
C. Team D is 450 points ahead of Team E
D. Team A is 450 points ahead of Team B
E. Team E is 300 points ahead of Team C
Problem 1.2 Follow-up
1. a. 53 > 35
b. -50 < 0
c. -30 < 15
d. -70 > -90
2. 25, 15, 12, 5, 2, 1, 0, -3, -4, -7, and -25
Homework:
Collected: None
Assigned: Ace #
RK - 2.1 Adding on a Number Line
Feburary, 25, 08
Notes: No notes
Problem 2.1
A. Write the addition sentence illustrated by each figure
1. -3 + -4 = -7
2. -3 + +4 = +1
3. -4 + +11 = +7
4. +5 + -8 = -3
B. Illustrate each addition problem on a number like, and give the answer
1. -5 + +8 = +3
2. -4 + -3 = -7
3. -2 + -3 + +10 = +5
C.When you add two integers, does the order of the number make a difference? Illustrate you anser by showing each of these pairs of sums on a number line.
1. -5 + +10 = +5 and +10 + -5 = +5
2. -4 + -6 = -10 and -6 + -4 = -10
3. +8 + -8 = 0 and -8 + +8 = 0
4. +6 + -7 = -1 and -7 + +6 = -1
( It does not make a difference if two integers are in different order)
Problem 2.1 Follow Up
Ia. The Brainiave answer a 200-point question correctly and a 150-point question incorrectly.
+200 + - 150 = +50 points
b. The Aliens answered a 100-point question correctly and a 100-point question incorrectly
+100 + -100 = 0 points
c. The Prodigies answered a 50-point question incorrectly, a 100-point correctly, and a 200-point question correctly.
-50 + +100 + +250 = 200 points
2. illustrate each addition problem on a number line and give the answer.
a. -2 + +2 = 0
b. +8 + -8 = 0
c. -1 + +1 = 0
3. When you add oppostied the answer would have to be 0 because if the two numbers are the same ( one being + and the other - but the same- +2 + -2) you would just go up the number that started the addition sentence which is positive the go down if the second is negative which brings you back to 0 because it is not bigger that 0 for it to cross 0.
Homework ACE 2: 1-29 odds (31-37 odds)
Collected: (normal)
Assigned: (normal)
NB - 2.2 Inventing a New Model
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
KL - 3.1 Subtracting on a Chip Board
Kwang Su Lee
Math 7th grade
Block H
Feb/12/2008
Notes: None
3.1
A.) Use a chip board and black and red chips to find each sum or difference.
1. ˉ8 - ˉ7 = ˉ1 2. 8 + ˉ7 = 1 3. ˉ6 - ˉ2 = ˉ4 4. 6 + ˉ2 = 4
B.) Find three ways to represent ˉ8 on a chip board.
- Eight negative dots - One positive dot and 9 negative dots - Two positive dots and ten negative dots
C.) Jin-Mei wants to find ˉ8 - ˉ10 by using a chip board. She puts eight red chips on the board to represent ˉ8 but gets stuck because she cannot remove ten chips to represent subtracting -10. How can Jin-Mei ˉ8 on a chip board so that she can remove ten red chips? What is ˉ8 - ˉ10?
Can change the negative 10 to positive 10. ˉ8 - ˉ10 = ? - 8 + +10= 2
D.) Drew wants to find 5 – 7 by using a chip board. How can he show 5 on a chip board so that he can remove seven black chips to represent 7? What is 5 – 7? Can change positive 7 to negative 7. 5-7=? 5 + -7= -2 E.) Use a chip board in black and red chips to find each difference. For each difference, tell how many chips of each color you used to represent the first integer so that you could take away the chips to represent subtracting the second integer. 1. 10 – 12 = ˉ2 I used ten positive dots and 14 negative ones. 2. 7 - ˉ2 = 5 I used nine positive ones and two negative ones. 3. ˉ5 – 6 = 1 I used eleven negative ones and six positive ones. 4. ˉ3 - ˉ7 = 4 I used ten negative ones and eleven positive ones.
Follow Up:
1.) Find three ways to show ˉ5 on a chip board.
- 5 negative dots
- 6 negative dots and 1 positive dots
- 7 negative dots and 2 positive dots
2.) Find the absolute value.
a. 7
b. 18
c. 42
d. 0
3.) Tell which numbers have the given number as their absolute value.
All of them have the given number as the absolute value.
Collected: noneAssigned: sylabus
AUS - 3.2 Subtracting on a Number Line
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
RD - 3.3 Exploring Patterns
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
ABS - 3.4 “Undoing” with Add. And Subt.
Initials: ABS
Date-16/03/08 Day 58
Notes: In this problem, we are going to learn the different ways of undoing with addition and subtraction
Problem 3.4
A. 1. -17+13=-4
2. -17=-4-- 13
B. 1.-4+-18=-22
2. -18= -22---14
C. 1. 24=6-- -18
2. --28=-41-- -13
3. -2.9= -3.2-- 6.1
4. 2/3 + -1/3 = 1/3
D. 1. 0=-6 +-6
2. 1= -2+3
3. -12.4=-7.1+ -5.3
4. -1 = -3/4+ -1/4
Problem 3.4 follow-up
1. No, I don't think I can write a different subtraction sentence.
2. a. 3.8+ -2.6= 1.2
b. 3.8= 1.2 --2.6 (only way)
3. a. -11-- 6 = -17
b. -11= -6+ -17
4. Yes, it is the same when you subtract positive and negative integers because if we subtract 8 from -6, it equals -2, but if we subtract +3 from -6, it = -3.
Homework: ACE 3:# 21-24,33, (39) and Mathematical Reflections pg.52
Collected: Nothing collected
Assigned: Homework assigned for 12/03/08 and 16/03/08 to be dued on 18/03/08
ABS - 4.1 Rising and Falling Temperatures
InitialsABS
A1.
A2. Multiplication Sentences: 5x3; 10x3
B1.
B2. Multiplication Sentences: 5x(-3); 10x(-3)
C1a. 2+2+2=6
C1b. -3+(-3)=(-6)
C1c. -2+(-2)+(-2)+(-2)=(-8)
C2a. 2x3=6
C2b. -3x2=(-6)
C2c. -2x4=(-8)
D. 4x(-10): In one hour, the temperature decreases by 10 degrees. In 4 hours, the temperature was -40 the original.
E1. 5x(-4)=(-20)
E2. 20x(-4)=(-80)
E3. -4x20=(-80)
E4. -5x4=(-20)
Follow Up
1. 10x2=20+(-4)=16
2. 10x(-1.5)=(-15)+25=10
3. No, if you multiply a positive by a negative (vice versa) it will always be negative.
Ace4: 1-3, page 60
Collected: None collectedAssigned:None assigned
MY - 4.2 Studying Multiplication Patterns
March 20, 2008 Day 60
Notes:
o 5x5=25
o 5x4=20
o 5x3=15
o 5x2=10
o 5x1=5
o 5x0=0
Problem 4.2
A. These multiplication problems are just normal. The first and last multiplication problem has a big difference from their number. The answers are all positive integers because when two positive integers meet together, in a multiplication problem, it is still a positive integer.
B. 1) 5x-1=-5
The answer is -5 because if you have a negative number in a multiplication sentence, it doesn’t matter if the number is big or not. Instead of finding out the integer of the bigger number, in multiplication, we go by just the integers we have, so if negative and positive integers meet, the answer will be a negative integer.
2) 5x-1=-5
5x-2=-10
5x-3=-15
5x-4=-20
5x-5=25
C. 5x-4=-20
4x-4=-16
3x-4=-12
2x-4=-8
1x-4=-4
0x-4=0
D. In this case, when positive and negative integers are together, the integer of the answer would be a negative integer, in a multiplication problem, no matter what. If you see the first and last multiplication problem, there is a big difference. They are all negative, except for 0x-4=0.
E. 1) If two negative integers stick together, then it changes to a positive integer. That’s why the answers are positive.
2) 0x-4=0
-1x-4=4
-2x-4=8
-3x-4=12
-4x-4=16
-5x-4=20
F. 1) -3x7=-21
2) 5x-8=-40
3) -11x-12=132
4) -3.6x2.7=-9.72
Problem 4.2 Follow-up
1. a. -6x7=-42
7x-6=-42
b. The order of the numbers matter in multiplication.
2. a. -6+7=1
7+-6=1
b. The order does matter in addition; the integer of the answer has to be the integer of the largest number in the problem.
3. a. -6-7=-13
7—6=+13
b. The order does matter in subtraction. When two negative integers meet, it turns into an addition like the problem above.
4. No, in multiplication, when you multiply two negative integers, you get a positive result.
Collected: none
Assigned: 4.2, 4.3
Homework: Ace 4# 4~8, 17~21 odds, 26, 32, (34).
EK - 4.3 Playing the Integer Product Game
Initials EK
March 20, Day 60
Notes
(-) X (-) = +
(-) X (+) = -
Problem 4.3
Played the game with my partner
Problem 4.3 Follow-Up
1. a. -1 and 5
b. -2 and 6
c. -2 and -6
d. -5 and -5
2. If my opponent starts the game by putting a paper clip on -4,
it could be possible to make -8, -4, or 16.
3. To make -15 from -5 and -2, I could remove one paper clip
-2 to -3.
4. To make -6 and if the paper clip is on -3 and -2, I could
remove -2 to 2 or -3 to 3.
5. -35 won't never appear on the board because
to make 35 we need 5 and 7, however we don't have
7, so it won't never appear.
Homework Ace 4:4-8,17-21odds,26,32(34)
Collected: None
Assigned: 4.2,4.3
NP- 4.4 Dividing Integers
March 29-Day 63
Notes
-Dividing Integers is very like multiplying integers, just the other way around. For ex. 5x4=20, and 20÷5=4.
-When dividing a positive by a positive you get a positive, when dividing a negative by a negative you get a positive, when dividing a negative by a positive you get a negative, and when dividing a positive by a negative you get a negative.
Problem 4.4: Dividing Integers
Problem 4.4: Dividing Integers
A1. -5x6=-30
A2. -30÷6=-5
-30÷-5=6
B1. -8x-4=32
B2. 32÷-8=-4
32÷-4=-8
C1. -132÷12=-11
C2. -56÷-8=7
C3. 132÷-4=-33
C4. -8.84÷5.2=-1.7
D1. -8x-3=24
D2. -91÷-7=13
D3. -17x11=-187
D4. -19.95÷9.5=-2.1
Follow Up
1.
a. -11
b. -11
c. 24
d. 24
2. a. 6
b. This helps me find the answers to those questions because all of those answers will be either -6 or +6. For example, -18÷3=-6, 18÷-3=-6, and -18÷-3=6.
ZS - 5.1 Extending the Coordinate Grid
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
BS - 5.2 Breaking Even
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
ST - 5.3 Using a Calculator to Exp. Lines
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
EM - 5.4 Exploring Window Settings
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)
MH - 5.5 Revisiting Jean’s Problem
Initials (normal)
Date-Day(heading 2)
Notes (include the Essential Question)(Heading 3)
Problem Number and Title (Heading 3)
Homework (Heading 3)
Collected: (normal)
Assigned: (normal)